The Globalization Impact on Cultural Production

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The Globalization Impact on Cultural Production

Introduction

Globalization embraces every country, gradually expanding its social, economic, and trade opportunities. It is an essential part of the evolution of countries and the emergence from colonialism, but it can affect the national core and culture. Certain phenomena are emerging in the higher education segment and the business environment due to globalization. This paper discusses the potential prospects of globalization and its impact on cultural production.

Understanding Key Concepts

The Particularity of the Globalization

Cross-border trade in goods and services, technology, investment, and the movement of people and information from one country to another is commonly referred to as globalization. Over the years, countries have formed economic alliances to enable the movement of people and goods (Giddens, 1999:603). Globalization has affected the economy by making it interdependent, integrated, and accessible to healthy competition based on technological and educational capabilities.

An international approach to sustainability and global entrepreneurship can be achieved through global education. Early education about the cultural environment is an opportunity for children to develop an affinity for societal values (Alhosani, 2022:286). Building these capabilities in higher education develop relationships with diverse people. Multiculturalism can shape an equitable and diverse approach to learning in general (Karacsony et al., 2022:3). As a result, students are prepared for global leadership roles at all levels of education, from elementary school to graduate school. The shared goal of preparing young people for a prosperous future in which their economies become increasingly integrated unites globalization and education.

Todays marketplace is one in which multiple cultural associations are on the scene. Finding an approach to each of them can only be done through special education. The digital age and the global economy require a comprehensive understanding of systems thinking that encompasses both the global economy and the world system (Held et al., 1999:322). It has been established that personal development and leadership growth can only be achieved in a multicultural society (Karacsony et al., 2022:8). Creative education using digital capabilities allows people to integrate various activities by visualizing their learning. In the context of globalism, social integration can only be achieved in this way.

Difference between Post-Colonialism, Neo-Colonialism, and Anti-Colonialism

There are post-colonial and neo-colonial periods in history, showing sociocultural shifts in countries once colonized by the Western world. Neo-colonialism uses economic, political, and cultural forces to influence other countries, especially formerly dependent colonies (Dei and Kempf, 2006:43). It is open to new encounters and relationship building, which can be realized as the development of individual teaching styles (Smit, 2017:14). Neo-colonialist education becomes an opportunity to develop the business environment because it sets the pace for economic growth (Smit, 2017:40). Digital technologies become visual guides in building new relationships. Post-colonialism refers to a theoretical approach to depicting former colonies political or social realities.

The term anti-colonialism refers to uprisings against imperialism in colonized countries, mainly in the first half of the 20th century. While anti-colonialism generally advocates the benefits of abolishing colonial control, one must consider the difficulties involved (Dei and Kempf, 2006:54). The ontological problem of social groups is at the heart of anti-colonial theory (González and Naranjo, 2021:89). It may push for a transformation of expectations from the business or learning environment. However, the question of which policy vector to choose remains unresolved.

The newly independent governments desire to integrate diverse groups under a shared national identity has given rise to a post-colonial philosophy of education in the Philippines (Dei and Kempf, 2006:67). The Philippines as a whole is home to over 200 different ethnic and linguistic groups. Total isolation in such an environment is not possible because diversity is a factor that moves the state forward. There is also an imperialistic type of thinking in European countries about learning, expressed in the superiority of linguistic and cultural practices (Kuleta-Hulboj, 2022:14). This approach harms educational diversity and suppresses ethnic and national differences.

Decolonization

Decolonization can be achieved when a society abandons the traditional stilted type of thinking that limits the perception of the new reality. The predominant voices in the decolonization of education are those of students, who see no reason not to become a diverse society (Gopal. 2021:877). It is likely to be student collectives and educational reforms that will create an economically developed environment with healthy relationships.

The new education system tends to leave colonial peoples with a distorted view of their history. European countries imperialist colonialism and their behavior create prejudices that stop development (Kuleta-Hulboj, 2022:11). Creative education can change it and guide society into a differentiated environment. Local communities and the nomination of authentic indigenous voices are becoming a practice of decolonization (Lazem et al., 2022:163). The destruction of cultural heritage within businesses will lead to new oppression and the economys decline. Opposition to established currents in education ministries could pressure them (Lazem et al., 2022:173). As a result, decolonization would become more political and possible.

For people, who have been under the pressure of colonial empires, their past can be distorted. They do not identify with anything real and are forced to rely only on general concepts (Held et al., 1999:433). Colonial upbringing causes all areas of life to suffer simultaneously. There is no collective cultural consciousness because only representatives of power can influence society (Hellowell and Nayna Schwerdtle, 2022:2). The current loss of cultural values is the main problem of decolonization. Digitalization and the ability to preserve cultural memory objects have become critical to society (Lazem et al., 2022:160). These actions will eliminate social injustice and consequent disenfranchisement in the educational environment.

Globalization and Cultural Production

The Effects of Globalization on Cultural Production

Creating global market-oriented to free national borders is the intended outcome of globalization. Internationalism in the form of globalization is not inclusive or progressive (Akena, 2012:219). Globalization can lead to a monopolistic political order in which all nations depend on a single economic model. It could lead to a lack of sectoral in the labor market, which would close off opportunities for citizens (Berkhout et al., 2018:9). As a consequence, the integration of small cultural industries will not be possible because business niches will already be occupied.

Globalization carries risks in the loss of social commitment to the national idea. Boman notes that cultural and ethnic traits should not be suppressed in favor of international relations (Boman, 2021:356). He points out that the hybridization of ethnicities is impossible under simplistic notions of the civilized world. Cultural values become less important because the development of neocolonial relations is more important for raising the economy. Cultural production is weakened because there are no trained business analytical resources to guide foreign economies and policies without harming nationality.

Human culture is evolving in the context of globalization, as many states are no longer in colonial relationships. It leads to global hegemony and diminishing diversity to conform to the rules of free trade and communication (Briggs, 2013:84). Educational institutions are shifting the agenda from cultural preservation to economics, international relations, and politics. Higher education, despite digitalization, alienates cultural bearers from their sociocultural product. Globalization can lead to the destruction of the cultural core since nationalism is not perceived positively on the world stage. Higher education will develop, but national ideas will be irrevocably lost.

The Value and Importance of Indigenous Knowledge

Indigenous peoples are receiving more attention, especially in regions that do not yet have access to high-tech solutions. Indigenous knowledge (IK) combines personal experiences, cultural practices, religious beliefs, local ordinances, and prevailing attitudes about their lives and the lives of other living things in the surrounding area (Green, 2012:73). Over the past decade, developers have learned to appreciate the importance of this information (Briggs, 2005:23). Extensive business activities are adopting this knowledge and disseminating it in political circles. Organizations to support peoples and their geopolitical and geographic features emerge.

IK tends to be seen as a given and consensual experience just waiting to be used, rather than a source of conflict. Briggs (2013:85) characterized this as a conflict between Jolly Africa and Primitive Africa. The conflict stems from the impact of globalization on indigenous perceptions of reality. Nevertheless, indigenous knowledge is invaluable to cultural production (Jessen et al., 2021:93). Their use is an opportunity for people to maintain a national identity.

Social elites inspiration leads to IK being elevated to a pedestal. Their value is indeed expressed in the fact that the cultural aspects of tiny peoples are unique. However, knowledge is not always an indicator of the quality of life, and it should be used cautiously. IK is characterized by a deep connection to the society in which they originated, which requires consideration of broad social, political, and cultural contexts (Jessen et al., 2021:94). Creative education can preserve cultural diversity and conform to the principles of international production.

Creativity and Art-Making Education Contribute To the Homogenization

It is dangerous that the position of historical superiority of colonial countries is embodied in educational curricula and imposed on new generations as an unquestionable truth. The emphasis on post-colonial discourses of indigenous knowledge and art exacerbates the situation. Western science continues to appropriate indigenous knowledge, even though it does not consider it entirely scientific (Ogar, Pecl and Mustonen, 2020:162). A broader scientific base must be developed to properly introduce indigenous knowledge into educational programs (Jessen et al., 2021:99). Students autonomous choice of approaches to learning should be introduced into the educational environment. Even the minimal inclusion of creative cultural courses can preserve the cultural core.

Introducing creative learning into education is a popular trend, and many scholars have recently discussed how creative learning can improve the educational process. Creativity should be seen as a broader concept, along with preserving the concept of states culture, which goes far beyond the idea of indigenous knowledge. van Rensburg, Coetzee and Schmulian (2021:4) suggest using digital creativity practices in educational programs for undergraduate accounting students. Rae (2022:3) suggests incorporating creativity into educational methods by examining the impact of creativity on communication and knowledge transfer. Thus, the visual and artistic promotion of indigenous practices will only lead to homogenizing the cultural representations of local and foreign mentors and audiences.

Conclusion

In higher and business education, globalization and the preservation of cultural production have an important place. Globalization can bring negative impacts (the loss of a nations identity) and positive impacts (development of multicultural communication). Regarding the preservation of cultural production, the value of IK is flexible knowledge that needs to be integrated with caution. It is necessary to look for optimal educational ways to implement the IK.

Reference List

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